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Journal Article

Citation

Fromuth ME, Kelly DB, Brallier C, Williams M, Benson K. J. Child Sex. Abus. 2016; 25(2): 159-174.

Affiliation

a Psychology Department , Middle Tennessee State University , Murfreesboro , Tennessee , USA.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/10538712.2016.1122692

PMID

26934542

Abstract

This study explored how respondent gender, gender dyad (male teacher-female student versus female teacher-male student) and duration/frequency (weekly sexual contact over 4 months versus a single incident) affected perceptions of teacher-adolescent student sexual involvement. Respondents were 224 undergraduates (104 men, 120 women) recruited from a psychology research pool. Most (87%) were 18-21 years old, and 59% were Caucasian. Each respondent read one of four scenarios (varied by gender dyad and duration/frequency) depicting a teacher-adolescent student sexual interaction and then completed a series of questions about his or her perceptions.

RESULTS indicated that men perceived these experiences less negatively than did women, and the female teacher-male student dyad was viewed less negatively than the male teacher-female student dyad. Relatively few significant interactions emerged, and the only main effect for duration/frequency was for commitment.

RESULTS are discussed in terms of the need for more research and education.


Language: en

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